\documentclass{beamer}

\usepackage{graphicx}
\graphicspath{{./figures/}}
\usepackage{paralist}
\usepackage{booktabs}
\usepackage{named}
\usepackage{tikz}
\usetikzlibrary{shapes,arrows,snakes}
% beamer theme
\newif\ifgridify
\gridifytrue
\gridifyfalse
% CMYK 100 / 38 / 0 / 15
\definecolor{tublue}{cmyk}{1,0.38,0,0.15}


%
% beamer theme
%

% add 4x3 background grid
\ifgridify
\setbeamertemplate{background}[grid][step=0.25\paperwidth,color=violet]
\fi

% setup margin
\beamersetleftmargin{0.3cm}
\beamersetrightmargin{0.3cm}

% setup symbols
\setbeamertemplate{bibliography item}[book]
\setbeamertemplate{navigation symbols}{} % turn off navigation symbols

% setup font shapes of various elements
\setbeamerfont{frametitle}{series=\bfseries}
%\setbeamercolor{alerted text}{series=\bfseries}

% put number of frames at the bottom
\setbeamertemplate{footline}[frame number]
%\setbeamertemplate{footline}[text line]
%{% 
%  \begin{beamercolorbox}{} 
%    \insertshortauthor\qquad\qquad\insertshorttitle\hfill\insertframenumber/\inserttotalframenumber\vskip1pt
%  \end{beamercolorbox}% 
%} 

\usefonttheme[onlymath]{serif}
% typeset math in times
\usepackage{times}
% typeset text in helvetica
\usepackage{helvet}

% \AtBeginSection[]
% {
% \begin{frame}<beamer>
% \frametitle{Outline}
% \tableofcontents[currentsection,hideallsubsections]
% \end{frame}
% }


% \usefonttheme[onlymath]{serif}
% \setbeamertemplate{footline}[frame number]
% \setbeamertemplate{navigation symbols}{} % turn off navigation symbols
% \setbeamertemplate{bibliography item}[book]
\setbeamercolor{alerted text}{fg=blue}
% \setbeamerfont{alerted text}{series=\bfseries}
% \beamersetleftmargin{0.3cm}
% \beamersetrightmargin{0.3cm}
%
\newcommand{\makeoverview}{%
  \section*{Overview}
  \begin{frame}
    \frametitle{Overview}
    \tableofcontents
  \end{frame}
}
\newcommand{\makereferences}[1]{%
  \begin{frame}[allowframebreaks,allowdisplaybreaks]
    \frametitle{References}
    \bibliography{#1}
  \end{frame}
}

%%%%%%%%%%%%%


%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
%
% 181.205 2009
%
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%

%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
%
% special macros 
%
\newcommand\nop[1]{}
\newcommand{\mi}[1]{\ensuremath{\mathit{#1}}}

\newcommand{\mysection}[1]{\section{#1}}%\renewcommand{\sectionstring}{#1}}
\newcommand{\mysubsection}[1]{\subsection{#1}}%\renewcommand{\sectionstring}{#1}}
\usepackage{array}
\newcommand{\myframetitle}[2]{\frametitle{%
    \begin{tabular}[t]{@{}m{0.15\linewidth}@{}m{0.85\linewidth}@{}}%
     \includegraphics[height=1.2cm]{{#1}} & #2%
   \end{tabular}%
}
}
\newcommand{\handitem}{\item[\Pisymbol{pzd}{43}]}

\newcommand{\myblock}[3]{%
\begin{minipage}{#1\textwidth}
\begin{block}{#2}
#3
\end{block}
\end{minipage}}

\newcounter{mybib}
\newcommand{\mybibitem}[1]{\addtocounter{mybib}{1}\bibitem[\arabic{mybib}]{#1}}

\newcommand{\mycolbox}[1]{%

\begin{block}

\centerline{#1}

\end{block}}

%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
%
% set these macros for headers and footers
%

\title[How to Structure and Write a Scientific Paper]{How to Structure
  and Write a Scientific Paper}
\author[Minh Dao-Tran, Tomer Libal]{Minh Dao-Tran, Tomer Libal}
\institute[TU Vienna]{Institutes of Information Systems/Computer Languages, \\
  Vienna University of Technology}
\date{181.205 --- November 13, 2009}

%\titlegraphic{%
  %\centering
  %\includegraphics[height=2cm]{logo-KBS}%\hspace{0.05\textwidth}%
 %\hspace{1cm}
  %\includegraphics[height=2cm]{TU-Logo_CMYK_voll_blau}
  %\includegraphics[height=2cm]{TU_Logo_CMYK_teilversion}
  % \hspace{.5cm}
  % \includegraphics[height=2cm]{rufzeichen_4c}
%}

\begin{document}

\frame[plain]{\titlepage}
\addtocounter{framenumber}{-1}


%
% we could also hand-write this:
%

%
% sections for the TOC:
% second parameter is shown in TOC and nav-bars
% if first parameter is given, then it is used in nav-bars instead.
%

% MOTIVATION %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
\section*{Introduction}

\begin{frame}
  \myframetitle{curiosity}{Outline}

  \bigskip
  \medskip
  
  \begin{columns}
    \column{.2\textwidth}
    \includegraphics[height=2.2cm]{arrows-and-blocks} 
    \column{.7\textwidth}
    \large{Structuring a Scientific Paper in Computer Science}
  \end{columns}

  \bigskip
  \smallskip

  \begin{columns}
    \column{.15\textwidth}
    \includegraphics[height=2.4cm]{writing-hard-work}
    \column{.4\textwidth}
    \large{Writing Scientific Papers}
  \end{columns}

  \textcolor{white}
  {
    \cite{rday98}
    \cite{scarter87}
    \cite{poste99}
    \cite{gopen90}
    \cite{howto-goldreich04}
  }
\end{frame}

\section{Structuring a Scientific Paper in Computer Sciences}

\begin{frame}
  \myframetitle{arrows-and-blocks}{IMRAD}

  \begin{columns}
    \column{.15\textwidth}
    \includegraphics[height=3cm]{mendeleev}
    \column{.4\textwidth}
    Until the second half of the 19 century...
  \end{columns}

\pause

  \begin{columns}
    \column{.4\textwidth}
    Reproduction of experiments
    \column{.15\textwidth}
    \includegraphics[height=2cm]{experiment}
  \end{columns}

\pause

  \begin{columns}
    \column{.15\textwidth}
    \includegraphics[height=2cm]{papers}
    \column{.4\textwidth}
    Growing number of papers
  \end{columns}
\end{frame}

\begin{frame}
  \myframetitle{arrows-and-blocks}{IMRAD}

  The fixed structure adapted by many journals in many fields is IMRAD.

  \bigskip

  \begin{itemize}
  \item Introduction - What question (problem) was studied?
    \medskip
  \item Method - How was the problem studied?
    \medskip
  \item Results - What were the findings?
    \medskip
  \item and Discussion - What do these findings mean?
  \end{itemize}
\end{frame}

\begin{frame}
  \myframetitle{arrows-and-blocks}{And for Computer Science?}
  \begin{itemize}
  \item The IMRAD format does not only fit to biology but to many other fields such as: chemistry, archeology, economics, etc.
    \medskip
    \pause
  \item But it does not fit to computer science. In fact, some researches done on this topic showed that there is no clear format even within a specific field:\\    
    \medskip
    \begin{center}
      \begin{tabular}{l|c}
        Introduction & 100\%\\
        Discussion/Conclusion & 100\%\\
        Results & 69.23\%\\
        Preliminaries & 30.77\%\\
        Analysis of a system or program & 30.77\%\\
        Analysis of a problem & 30.77\%\\
        Related work & 23.08\%\\
      \end{tabular} 
    \end{center}
  \end{itemize}
\end{frame}

\begin{frame}
  \myframetitle{arrows-and-blocks}{So why do we speak about the structure of CS papers?}
%  \begin{itemize}
  
  \bigskip
 
  What can be still obtained from considering how to structure a paper?
  
  \bigskip
 \begin{tabular}[t]{@{~~~~~~}m{1.8cm}@{~~~~~~~}m{8.7cm}}
\pause
  \includegraphics[height=1.5cm]{experiment} & We sometime still publish papers about experiments \\

  \includegraphics[height=1.3cm]{chaos} & There are some parts which are common to most papers (like introduction) \\

  \includegraphics[height=1.5cm]{tower} & There are guidelines on how to structure a general main part \\

 \end{tabular} 
%  \end{itemize}
\pause
\begin{quotation}
 "The preparation of a scientific paper has almost nothing to do with literary skill.
It is a question of organization." (Robert A. Day, How to Write and Publish a Scientific Paper)
\end{quotation}

\end{frame}

\begin{frame}
  \myframetitle{chaos}{The Structure of CS papers}

  \begin{itemize}
  \item A typical computer science paper may contain the following parts:
    \medskip
    \begin{itemize}
    \item Title
    \item Authors
    \item Abstract
    \item Introduction
    \item Preliminaries
    \item Main part(s)
    \item Related work
    \item Conclusion
 \item Bibliography
\end{itemize}
  \end{itemize}
\end{frame}

\begin{frame}
  \myframetitle{chaos}{Title}

  \begin{itemize}
    \item Is the mostly-read part of the paper.
      \medskip
    \item Should convey accurately the content with as few words as possible.
      \medskip
    \item Contains key words.
      \medskip
    \item Titles are labels and not sentences.
      \medskip
    \item Avoid abbreviations and jargon.
      \medskip
    \item Avoid funny titles.
      \medskip
    \item Is usually written last.
  \end{itemize}
\end{frame}

\begin{frame}
  \myframetitle{chaos}{Some Examples of Titles}

  \begin{itemize}
\item Panda Mating Fails: Veterinarian Takes Over
\pause
\medskip
\item Characteristics of Columbine Flowers are Correlated with Their Pollinators
\pause
\bigskip
\item Effect of Wive’s Education on the Fatness of Husbands
\pause
\medskip
\item How to Write and Publish a Scientific Paper
  \end{itemize}
\end{frame}

\begin{frame}
  \myframetitle{chaos}{Authors}

  \begin{itemize}
    \item We already said that in Computer Science it is customary to state the authors in alphabetically order.
      \bigskip
    \item Should always contain a full physical and email addresses.
  \end{itemize}
\end{frame}

\begin{frame}
  \myframetitle{chaos}{Abstract}

  \begin{itemize}
    \item Should contain no more than 250 words and is better structured in one paragraph.
      \smallskip
    \item Should, more or less, follow the structure of the paper and summarize it.
      \smallskip
    \item Should be clear without referring to the paper.
      \smallskip
    \item Like the title, should contain key words to help correct indexing.
      \smallskip
    \item Also like the title, should be written last.
      \smallskip
    \item References should be quoted in full as a reference list might not be always available.
  \end{itemize}
\end{frame}

\begin{frame}
  \myframetitle{chaos}{The Skeleton of an Abstract}

\begin{quotation}
 "After a crisp, cogent analysis of the problem, the author brilliantly cuts to the heart of the question with incisive simplifications. These soon reduce the original complex edifice to a smouldering pile of dusty rubble.``
\end{quotation}
\end{frame}

\begin{frame}
  \myframetitle{chaos}{Preliminaries}

  \begin{itemize}
    \item Contains presupposed knowledge which is relevant to the whole paper.
      \bigskip
    \item Should be written increasingly along the writing of the paper.
      \bigskip
    \item Should be short and dry and should have links for further reading if needed.
  \end{itemize}
\end{frame}

\begin{frame}
  \myframetitle{chaos}{Related Work}

  \begin{itemize}
    \item If not given in the introduction,
      \bigskip
    \item Establish the context of the work by describing the published literature that is available on the subject.
      \bigskip
    \item Should mainly put the related work in a perspective to the paper and explain the differences.
  \end{itemize}
\end{frame}

\begin{frame}
  \myframetitle{chaos}{Conclusion}

  \begin{itemize}
    \item The conclusion must not repeat things mentioned in the abstract or the introduction.
      \medskip
    \item It may contain information that is better presented after the main part of the paper and those does not fit in the introduction.
      \medskip
    \item To be more specific, it may contains other viewpoints, limitations of the technic and of course suggest future work.
      \medskip
    \item The conclusion part is not mandatory! If the form of the paper does not require information not mentioned in the introduction to be repeated, the this section should be ommited.
  \end{itemize}
\end{frame}

\begin{frame}
  \myframetitle{chaos}{Bibliography}

  \begin{itemize}
    \item All ideas attributable to others and utilized in the paper must be explicitly acknowledged.
      \medskip
    \item The style should follow the conventions required by the conference of journal.
      \medskip
    \item Should be precise. Especially not-yet-published papers should be cited as to-be-published.

  \end{itemize}
\end{frame}

\begin{frame}
  \myframetitle{tower}{The Main Part(s)}

  \begin{itemize}
    \item Does not have a fixed form in Computer Science. 
      \medskip
    \item There are some general tips of how to structure the content of an arbitrary section.
 \medskip
    \item The general structure should follow a logical progression from problem to solution.
      \medskip
    \item One popular way to structure the main part is to think of it in a top-down design.
  \end{itemize}
\end{frame}

\begin{frame}
  \myframetitle{tower}{Top-Down Design}
  \begin{itemize}
   \item Starting with general information and refining until the most specific results.
      \medskip
   \item Sometimes this can be done with the help of a running example.
      \medskip
   \item Inside each layer, as well as globaly, we need to think of 3 main issues:
\begin{itemize}
 \item The contentions to be proved
   \smallskip
 \item Essential factual information (such as notations, etc.)
   \smallskip
 \item The theoretical developments
\end{itemize}
  \end{itemize}
\end{frame}

\section{Writing Scientific Papers}

\begin{frame}
  \myframetitle{writing-hard-work}{Writing Scientific Papers}

  \begin{tabular}[t]{@{~~~}m{0.25\linewidth}@{}m{0.75\linewidth}@{}}%
     \uncover<2,3>{\includegraphics[height=3cm,width=2.3cm]{empathy} & the most
       important gift for writing is \alert{empathy},
     
       \bigskip

       but it can also be \alert{trained}...}
     \\ 

     \uncover<3>{\includegraphics[height=3cm,width=2.3cm]{reader} & \alert{Learn how readers
         go about reading...}
     }
  \end{tabular}
\end{frame}

\begin{frame}
  \myframetitle{reader-rotate}{Readers...}

  \begin{tabular}[t]{@{}m{0.35\linewidth}@{~~~~}m{0.6\linewidth}@{~}}%
     \includegraphics[height=5cm]{reader-interpret} & do
     not simply read, they \alert{interpret}

     \bigskip

     \bigskip

     make many of their most important interpretive decisions about
     the \alert{semantics} of the writing based on the clues they
     receive from its \alert{structure}
   \end{tabular}

  \bigskip
  
  \begin{center}
    Good writing: readers get what writers intend to tell
  \end{center}
\end{frame}

\begin{frame}
  \myframetitle{reader-rotate}{Example}

  \quad n(no. of individuals) = 1, t(time) = 00:00:78, n = 2, t = 00:02:37;

  \quad n = 3, t = 00:10:90, n = 4, t = 01:01:90, n = 5, t = 05:57:79;

  \bigskip
  \bigskip
  \bigskip

  \begin{columns}
    \column{.45\textwidth}
    \begin{tabular}{c|c}
      \alert<2>{no. of individuals} & \alert<2>{time (sec)} \\
      \hline
      \\[-2mm]
      \alert<2>{1} & \alert<2>{00:00:78} \\
      \alert<2>{2} & \alert<2>{00:02:37} \\
      \alert<2>{3} & \alert<2>{00:10:90} \\
      \alert<2>{4} & \alert<2>{01:01:90} \\
      \alert<2>{5} & \alert<2>{05:57:79} \\
      
    \end{tabular}
    \column{.45\textwidth}
    \begin{tabular}{@{~~~~~~}c|c}
      time (sec) & no. of individuals \\
      \hline
      \\[-2mm]
      00:00:78 & 1 \\
      00:02:37 & 2 \\
      00:10:90 & 3 \\
      01:01:90 & 4 \\
      05:57:79 & 5 \\
    \end{tabular}
  \end{columns}
\end{frame}

\begin{frame}
  \myframetitle{reader-rotate}{Example (cont.)}

  \begin{tikzpicture}
    \useasboundingbox (-3.5,4.5) rectangle (1,0);
    \draw (0,0) -- (0,4) -- (1,4) -- (1,0) -- cycle;
    \draw (4,0) -- (4,4) -- (5,4) -- (5,0) -- cycle;
    \node (context) at (0.5, 4.4) {Context};
    \node (infor) at (4.5, 4.4) {Information};
    
    \begin{scope}[line width=4.5pt]
      \draw[gray,->] (1.2,2) -- (3.8,2);
    \end{scope}
  \end{tikzpicture}

  \bigskip
  \bigskip

  \uncover<2>{
    Information is interpreted more easily and more uniformly if it is
    placed where most readers \alert{expect} to find it.

    \bigskip

    ...not only for tables and illustrations but also for \alert{text}
  }
\end{frame}

\begin{frame}
  \myframetitle{reader-rotate}{Readers' Expectation}

  \begin{columns}
    \column{.2\textwidth}
    \includegraphics[height=2cm]{arrows-and-blocks}
    \column{.7\textwidth}     
    Readers' expectation can be easily recognized from the largest
    unit of discourse (whole paper)

    \bigskip

    Each unit of discourse, no matter what the size, is expected to
    serve a \alert{single function}, to make a \alert{single point}.

    \bigskip

    \alert{Clarity}: message has to be clear, orderly and brief.
  \end{columns}

  \bigskip
  \bigskip

  \uncover<2>{
    \begin{columns}
      \column{.2\textwidth}
      \ \ \ \ \includegraphics[height=2cm]{sentence}
      \column{.7\textwidth}
      We look at the level of \alert{sentences}.
    \end{columns}
  }
\end{frame}

\begin{frame}
  \myframetitle{sentence-title}{Expectations at the Level of Sentences}

  \begin{tabular}{@{~~~~~~~~~~~~~~~~~~~~}c@{~~~~~~~~~~~~~~~~~~~~~}c}
    \multicolumn{2}{@{~~~~~~~~~~~~~~~~~~~~}c}{\includegraphics[height=2cm]{how-far-is-simplified-man}} \\
    \multicolumn{2}{@{~~~~~~~~~~~~~~~~~~~~}c}{Subject-Verb Separation} \\
    \\
    \\
     \includegraphics[height=2cm]{stress} & \includegraphics[height=2cm]{hot-topic} \\
    Stress Position & Topic Position \\
  \end{tabular}
\end{frame}

\begin{frame}
  \myframetitle{how-far-is-simplified-man}{Subject-Verb Separation}
  \begin{tikzpicture}
    \useasboundingbox (-1,1) rectangle (1,0);
    \draw (0,0) -- (10,0) -- (10,0.6) -- (0,0.6) -- cycle;
    \draw (1,0) -- (1,0.6);
    \draw (5,0) -- (5,0.6);
    \draw (6,0) -- (6, 0.6);
    
    \node (subject)   at (0.5, 0.3) {S};
    \node[fill=yellow, inner sep=0.5mm] (interrupt) at (3, 0.28)  {interrupting material};
    \node (verb)      at (5.5, 0.3) {V};
     \node (object)    at (8, 0.3) {O};
  \end{tikzpicture}
  
  \bigskip
  \medskip
  
  Readers expect a grammartical subject to be followed immediately by
  the verb.

  \bigskip
  \medskip

  As focusing on the arrival of the verb, readers resist recognizing
  anything in the interruption as being of primary importance

  \bigskip
  \medskip
   
  \alert{Dilema}: the longer the interruption lasts, the more likely
  it actually contains important information.
\end{frame}

\begin{frame}
  \myframetitle{stress}{Stress Position}

  Recall: a single unit makes a \alert{single point}.

  \bigskip
  \bigskip

  Readers naturally emphasize the \alert{material arriving at the end}
  of a sentence.

  \bigskip
  \bigskip

  \begin{tikzpicture}
    \useasboundingbox (-2,1) rectangle (1,0);
    \draw (0,0) -- (8,0) -- (8,0.6) -- (0,0.6) -- cycle;
    \node[fill=yellow, inner sep=0.8mm] (stress-pos)  at (6.7, 0.3) {\small{Stress position}};
  \end{tikzpicture}
\end{frame}

\begin{frame}
  \myframetitle{stress}{Similarities to working through time}
  \begin{tabular}{ll}
    \includegraphics[height=4cm]{bolt-starting} & \uncover<2>{\includegraphics[height=4cm]{bolt-running}} \\
    We tend to take a \alert{"mental breath"} & \uncover<2>{We summon the \alert{tension} with} \\
    as we begin to reach a new & \uncover<2>{which we pay attention to the} \\
    sentence & \uncover<2>{of unfolding of the syntax} \\
  \end{tabular}
\end{frame}

\begin{frame}
  \myframetitle{stress}{Similarities to working through time}
  \begin{tabular}{ll}
    \includegraphics[height=4cm]{bolt-finishing} & \uncover<2>{\includegraphics[height=4cm]{bolt-winner}} \\
    As we recognize that the sentence is & \uncover<2>{We delight to be rewarded at} \\
    drawing toward its conculsion, we & \uncover<2>{the end of a labor with} \\
    begin to exhale that mental breath & \uncover<2>{something that makes the} \\
    & \uncover<2>{ongoing effort worhthwhile.} \\
  \end{tabular}
\end{frame}

\begin{frame}
  \myframetitle{stress}{Similarities to working through time}
  \begin{tabular}{c}
    \includegraphics[height=4cm]{disappointed} \\
    Beginning with the exciting material and ending with a lack of luster \\
    often leaves us disappointed and destroys our sense of momentum. \\
  \end{tabular}
\end{frame}

\begin{frame}
  \myframetitle{stress}{Emphatic material at other places}

  Two bad cases:

  \bigskip
  \bigskip

  \begin{columns}
    \column{.2\textwidth}
    \includegraphics[height=2cm]{snoopy-detective}
    \column{.6\textwidth}
    The reader tries to find the emphasis
  \end{columns}

  \bigskip
  \bigskip

  \begin{columns}
    \column{.2\textwidth} 
    \includegraphics[height=2cm]{misunderstand}
    \column{.6\textwidth} 
    The reader understands the content at the
    stress position as the emphasis
  \end{columns}
\end{frame}

\begin{frame}
  \myframetitle{hot-topic}{Topic Position}

  \begin{tabular}{l|l|l}
    & The stress position & The topic position \\
    \hline
    & & \\[-2mm]
    Slogan & \alert{``Save the best for last.''} & \alert{``First thing first.''} \\
    & & \\[-3mm]
    Reader's expectation & closure \& fulfillment & perspective \& context \\
  \end{tabular}

  \bigskip
  \bigskip

  Readers expect a unit of discourse to be a story about whoever shows
  up first.

  \begin{columns}
    \column{.2\textwidth}
    \column{.15\textwidth}
    \uncover<3,4>{\includegraphics[height=1.3cm]{bee}}
    \column{.6\textwidth}
    \uncover<2,3,4>{Bees disperse pollen.}
  \end{columns}

  \bigskip

  \begin{columns}
    \column{.2\textwidth}
    \column{.15\textwidth}
    \uncover<4>{\includegraphics[height=1.5cm]{pollen-flower}}
    \column{.6\textwidth}
    \uncover<2,3,4>{Pollen is dispersed by bees.}
  \end{columns}
\end{frame}

\begin{frame}
  \myframetitle{hot-topic}{Topic Position}
  \begin{tikzpicture}
    \useasboundingbox (-1,3) rectangle (1,0);
    \draw (4,0) -- (10,0) -- (10,0.6) -- (4,0.6) -- cycle;
    \draw[dashed] (3.8, 0) -- (0,0) -- (0, 0.6) -- (3.8, 0.6) -- cycle;
    
    \node[fill=yellow, inner sep=0.8mm] (topic-pos)  at (5.2, 0.3) {\small{Topic position}};

    \draw[->, line width=1.5pt] (5.2, 0.6) .. controls (5.5, 1.2) and (6.3, 1.5) .. (7.2, 1.3);
    \draw[->, line width=1.5pt] (5.2, 0.6) .. controls (5, 1.8) and (3, 1.5) .. (2.5, 1.3);

    \node at (9.8, 1.3) {
      \begin{minipage}{0.4\textwidth}
        \small{Looking forward}

        \ \ \ \ \ \small{(context)}
      \end{minipage}
      };

    \node at (1.7, 1.3) {
      \begin{minipage}{0.4\textwidth}
        \ \ \ \small{Looking backward}

        \small{(linkage to \alert{old information})}
      \end{minipage}
      };

    \draw[->, line width=1.5pt, snake=snake, segment amplitude=1mm,
      segment length=5mm, line after snake=3mm] (1.5,2.5) -- (8,2.5);

    \node at (4.8, 2.9) {The logical flow of the argument};
  \end{tikzpicture}

  \bigskip

  \alert{New information}: material making its first appearance in a
  discourse

  \bigskip

  \textcolor{red}{The misplacement of old and new information turns
    out to be No. 1 problem in American professional writing today!}

  \bigskip

  Put in the topic position the old information that links backward;
  put in the stress position the new information you want the reader
  to emphasize.
\end{frame}

\begin{frame}
  \myframetitle{blank}{Conclusions}
  
  \begin{columns}
    \column{.2\textwidth}
    \includegraphics[height=2cm]{how-far-is-simplified-man}
    \column{.8\textwidth}
    Follow a grammatical subject \alert{as soon as possible} 
    with its verb.
  \end{columns}

  \bigskip

  \begin{columns}
    \column{.025\textwidth}
    \column{.15\textwidth}
    \includegraphics[height=2cm]{stress}
    \column{.8\textwidth}
    Place in the \alert{stress position} the ``new information'' you want
    the reader to \alert{emphasize}.
  \end{columns}
  
  \bigskip
  \bigskip

  \begin{columns}
    \column{.025\textwidth}
    \column{.15\textwidth}
    \includegraphics[height=2cm]{hot-topic}
    \column{.8\textwidth}
    Place the person or thing whose ``story'' a sentence is telling
    at the beginning of the sentence, in the \alert{topic position}.
  \end{columns}
  
\end{frame}

\begin{frame}
  \myframetitle{blank}{Conclusions (cont.)}

  \begin{columns}
    \column{.025\textwidth}
    \column{.15\textwidth}
    \begin{tikzpicture}
      \draw[->, line width=1.5pt, snake=snake, segment amplitude=0.8mm,
        segment length=4mm, line after snake=2mm] (1.5,0) -- (3.3,0);
    \end{tikzpicture}
    \column{.8\textwidth}
    Place appropriate ``old information'' in the topic position for
    linkage backward and contextualization forward.
  \end{columns}

  \bigskip

  \begin{columns}
    \column{.02\textwidth}
    \column{.15\textwidth}
    \includegraphics[height=1.6cm]{action}
    \column{.8\textwidth}
    Articulate the action of every clause or sentence in its verb.
  \end{columns}
  
  \bigskip
  \medskip

  \begin{columns}
    \column{.2\textwidth}
    \includegraphics[width=2.5cm,height=2.7cm]{in-general}
    \column{.8\textwidth}
    provide context for your reader before asking that
    reader to consider anything new.

    \bigskip

    try to ensure that the relative emphases of the
    substance coincide with the relative expectations for emphasis
    raised by the structure.
  \end{columns}
\end{frame}

\begin{frame}
  \myframetitle{blank}{References}
  \bibliographystyle{named}
  \bibliography{slides-bib}
\end{frame}

\end{document}

%%% Local Variables:
%%% TeX-PDF-mode: t
%%% TeX-debug-bad-boxes: t
%%% TeX-master: t
%%% TeX-parse-self: t
%%% TeX-auto-save: t
%%% reftex-plug-into-AUCTeX: t
%%% End:

